KCC

We finished the Hamilton Context & Lens assessment (scored skill work).  The few students who needed more time are welcome to come in during Advisory to finish.  Students then prepared for tomorrow's Socratic discussion -- make sure you have your Hamilton listening notes (song-by-song), the 2 post-listening questions you answered at the end of your listening notes, the intro notes you took on a sheet of your own paper before we began the CD listening (during the White House introduction), and the bit of info from the fact-check handout given after we listened.

World History

Socratic discussion over the Essential Question -- a scored skill performance that helps the students prepare for the scored argumentative writing on the E.Q. that will begin tomorrow.  If you were absent, pick up a make-up work sheet from the tray at the side of the classroom to earn points for the Socratic Discussion.  

U.S. History

In first hour, we finished viewing the last 10 minutes of the "Shay's Rebellion" episode (w/ C.Q. pages).  In all hours we finished the Hamilton Context & Lens assessment (scored skill work).  The few students who needed more time are welcome to come in during Advisory to finish.  Students then prepared for tomorrow's Socratic discussion -- make sure you have your Hamilton listening notes (song-by-song), the 2 post-listening questions you answered at the end of your listening notes, the intro notes you took on a sheet of your own paper before we began the CD listening (during the White House introduction), and the bit of info from the fact-check handout given after we listened.

KCC

Our regular unit activities are post-poned a day due to Mrs. Cluver's illness. Today students worked on their textbook reading and note-taking.

World History

Our regular unit activities are post-poned a day due to Mrs. Cluver's illness. Students set up a new C.Q. page -- "Urban C.Q." and added questions to it while viewing the next episode of "Bizarre Foods" (South Africa).

U.S. History

Our regular unit activities are post-poned a day due to Mrs. Cluver's illness.  We did a drop-in lesson of viewing the next episode of "10 Days that Changed America" while adding to our Curiosity Questions page.

KCC

Homework reminder -- reading/notes due Thursday.  Context & Lens as detailed in U.S. post...

World History

Research is due today!  Communal argumentative writing about the essential question was returned to students -- feedback timed to prep for the next writing assignment.  Record your score, read over the feedback on the score sheet and on the paragraph, and please see me for a "writer's conference" if the written feedback alone doesn't have you already confident for our next writing.  Add to your "Writing Notes to Self" page based on this new round of feedback.  We reviewed a bit the Unit-Closure Work Packet, again.  Planning ahead -- Socratic discussion tomorrow and writing then begins on Wednesday.

U.S. History

Students worked independently on a scored skill assessment -- Context & Lens about "Hamilton" -- to read and consider what the history experts have to say about the musical and the man.  This will be finished in the beginning part of class tomorrow.

KCC

See U.S. post.  ; )

World History

Research!  We spent 45 more minutes of focused time-on-task (for a total of 60 min.)...follow the instructions as distributed and discussed/reviewed yesterday.  This work is due at the start of class on Monday. ; )

U.S. History

We finished "Hamilton" (with our listening notes).  On the back page, also answer these two post-listening reflection questions:  1.What person from the story do you feel/think is the most inspiring OR interesting?  And why?  2.What did you learn new about early U.S. history?  Now, be mindful there is fact-checking to do, and so, on your C.Q. page add the name of the person you listed for question #1.  Pick up the handout "A Bit of Basic Fact-Checking" and follow the instructions there.  (Just for a light moment, there is a clip on Youtube of the Chicago Hamilton cast singing "Go Cubs, Go!" after curtain call on the day following the World Series.)  Monday we'll begin scored work for "Context/Lens" to see what the scholars have to say about "Hamilton" and the founding era.  Then, Tuesday or Wednesday we'll have a scored Socratic Discussion over our many notes, thoughts, and questions about the founding (New Republic) era based on what we've learned so far via our "Hamilton" explorations.  (Then, different sources will be introduced to address remaining key items for this era....)

KCC

Homework reading reminder -- pp.191-223 by next Friday -- 12/1.  Hamilton continued -- please see post under U.S. History. ; )

World History

We finished our Unit-Closure Work Packet review/practice quizzing and packet editing (where needed).  We then reviews the criteria and instructions for quality work on Curiosity Research (see previous scores and feedback, the 1/2-sheet score page, and the full-page of tips and tricks from the start of the year that we keep using).  We went to the lab to begin our time-on-task research -- 20 minutes today.  We'll have another 45 minutes tomorrow for a total of 65 minutes of research.  

U.S. History

We continued our listening analysis of "Hamilton" -- through ACT II, song #15.  So, we'll finish the last 8 songs tomorrow and begin the follow-up contextual analysis with scholar's articles and interviews.  I did, after another round of prudent reflection and research, find an edited-for-the-classroom CD set of "Hamilton." While that doesn't change what I have access to for finishing up this year's listening, I want to clarify, again, that the periodic bits of crude language, while used for artistic expression, are edgier than what I'd normally allow in classroom resources. I realize the original is being used widely at the high school level and modern music has genres with far more rough language, but, as an old teacher lady, I like to be careful with classroom materials. ; )

KCC

KCC course evaluations were conducted.  Hamilton!  (See U.S. post for Hamilton...)  

World History

3rd hour -- pull E.Q. bullet point notes about the Natufians onto your E.Q. page.  We went over the remaining agenda for this unit of study (Monday and Tuesday = research; the following Monday = share/turn in research; scored writing on Communal returned and discussed; more UCWP review of content; Tuesday Socratic discussion over the essential question; Wed., Thurs., Fri., end-of-unit argumentative writing on the essential question).  Today we then finished the UCWP and did our first round of structured, in-class review of it.

U.S. History

Hamilton continued -- the rest of ACT I and song #1 of ACT II.

THURSDAY -- KCC

New homework reading -- pp.191-223 due in two weeks (12/1).  We checked in about how the readings are going and if any more tips and reteaching is needed/wanted.  See U.S. blog post for Hamilton instructions...  ; )

THURSDAY -- World History

We viewed the first 2:05 and then the last 25 minutes of the Natufians DVD to record notes on the provided notes packet.  See me to schedule a time to make up this viewing.  Be sure to add the necessary few notes on the map page -- those few map notes can be copied from a reliable classmate.  Work collaboratively, then, to pull E.Q. bullet points about the Natufians onto your E.Q. page.  Then, work collaboratively to finish the UCWP.